By now, you should have assigned and graded several informal assessments.
Describe the objective and at least one feature of an informal assessment that you have designed.
How have you been using the results of the assessments you've used to improve how you teach and what students learn? What strategies has your CT suggested for providing students with guidance before they do the assignment to improve their performance? What about after the assignment?
I wanted my students to learn how to predict the products of a chemical reaction. The first step is to identify the reactants and determine from the reactants what type of reaction would occur, then the students would be able to write the correct products of the reaction. I had my students work on some practice problems which were then written on the board by students and were corrected if need be by the students with my guidance. I have been using the informal assessments to find out what misconceptions and difficulties my students have so that I can spend more time on those aspects; such as writing formulas for ionic compounds. My CT has advised me that it is always a good idea to go over the first few problems on a worksheet on the board with the class to model what I want the students to do. Also, I have been advised to go over the assignments afterward and to get the students to explain why they did what they did, especially if the problem was done incorrectly because that student probably isn't the only student with that same misconception.
Describe the objective and at least one feature of an informal assessment that you have designed.
How have you been using the results of the assessments you've used to improve how you teach and what students learn? What strategies has your CT suggested for providing students with guidance before they do the assignment to improve their performance? What about after the assignment?
I wanted my students to learn how to predict the products of a chemical reaction. The first step is to identify the reactants and determine from the reactants what type of reaction would occur, then the students would be able to write the correct products of the reaction. I had my students work on some practice problems which were then written on the board by students and were corrected if need be by the students with my guidance. I have been using the informal assessments to find out what misconceptions and difficulties my students have so that I can spend more time on those aspects; such as writing formulas for ionic compounds. My CT has advised me that it is always a good idea to go over the first few problems on a worksheet on the board with the class to model what I want the students to do. Also, I have been advised to go over the assignments afterward and to get the students to explain why they did what they did, especially if the problem was done incorrectly because that student probably isn't the only student with that same misconception.